Translanguaging Lesson Plan Math
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University of Notre Dame *
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397
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Linguistics
Date
Jan 9, 2024
Type
docx
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6
Uploaded by MagistrateRose25467
Translanguaging Lesson Plan
3
rd
Grade Math
Theme
: Money
Topic: Counting and Identifying Money
Content Standards (TEKS): 3.4
Number and Operations. The student applies mathematical
process standards to develop and use strategies and methods for whole number computations in
order to solve problems with efficiency and accuracy. The student is expected to:
(3.4C) Determine the value of a collection of coins and bills.
Language Standards (ELPS):
2.E- Use visual, contextual, and linguistic support to enhance and confirm understanding of
increasingly complex and elaborated spoken language.
3.J- respond orally to information presented in a wide variety of print, electronic, audio, and
visual media to build and reinforce concept and language attainment.
Essential Questions:
What are the values of each coin and bill?
How do you determine a value of a collection of coins and bills?
Why is this important for us to learn?
Content Objectives:
TSW identifies different coins and bills.
TSW practices adding different values of coins and bills together.
TSW interpret the content by cosplaying with fake money props to real-world
scenarios use real-world scenarios (learn how much they can buy with what the amount
of money they have)
Language Objectives:
Speaking
: TSW defines the words “coins”, “change”, “total”, and “
bills” verbally.
Speaking and Listening
: TSW demonstrate understanding by writing and stating
the different amounts of coins being added using their vocabulary and
manipulatives.
Listening
: TSW demonstrates their understanding by roleplaying under the real-world
scenario of working and buying from a store.
Translanguaging Objectives:
TSW research about what money is used for in their native language.
TSW write in their native language or use code-switching about what is money is used for.
Materials:
Worksheet #1
Scissors
Glue
Worksheet #2
Assessment Worksheet
Fake grocery toys
Fake coins and bills props.
English:
The students will participate in group discussions.
The students will participate in the roleplay activity with their peers.
Home Languages:
Students will be able to speak in their native language in small groups if there are other
emergent bilinguals with the same native language.
Students will be able to research in their home language.
Students will be able to write in their home language.
Activities:
1.
Evaluar (Background Building activities): (Approx. 10-15 minutes)
The teacher will ask the students about a personal experience where they have spent money.
The teacher will then refresh the prior knowledge that they learned from last year.
Then, the
teacher will identify how to add different coins and bills:
∙
Do you remember going to the store and buying candy or a toy?
∙
What were the different bills and coins that you used?
Do you think that U.S. money will work in a different country?
The teacher will scaffold questions as needed.
.
2.
Evaluar (Background Building activities): (Approx. 10-15 minutes)
The teacher
will say: Today, we are going to be learning a few vocabulary words in order
for us to continue with the lesson. These words are going to be said throughout the class,
so we need to make sure that we can identify and understand the meaning. The first word
is change. When someone says change, it means that it is going to be the money that is
going back to you after you have paid for whatever item that you got. (Teacher will give
an example using her fake money prop). The next word is coins. Coins are small metal
circles that are used to pay in cents. There are four different types of coins, and they are
Penny, Nickel, Dime, and Quarter. Then, there are also bills. Bills are the green pieces of
paper that are used to pay in dollars. There are six different types of bills: 1$, 5$, 10$,
20$, 50$, 100$. Lastly, the final vocabulary word is total. Total is the overall amount of
an item. (The teacher will give an example using her fake money prop).
For the coins and bills, the teacher will use visuals in order to demonstrate what they
look like as well as their value to give the students an idea of what they look like.
(During the vocabulary learning, the teacher will use visuals to display what they look
like before getting hands-on with the content.)
3.
Imaginar (Culminating activity): (Approx. 15 minutes)
The teacher asks the students to write in their journals what money is used for in
the real world. Students are allowed to use the internet as a tool and the emergent
bilinguals are encouraged to use the internet using their native language.
Emergent bilinguals can also write using code-switching or in their native
language.
4.
Presentar (Culminating activity):
Approx. 10-15 minutes)
After discussing the different types of bills and coins, the teacher will put those concepts
together and teach them how to add them together. The teacher will use manipulatives, a slow-
paced rate of speed, and gestures while teaching the lesson in order for the student to grasp the
information that is being taught. The teacher will practice with them and then separate the
students into groups to work on the class activity.
Use Manipulatives:
Starting on problem 1 of the worksheet, the teacher will pass out a
set of fake money to each student to practice adding them together to get the total value.
(Picture shown at the bottom).
The teacher will ask the following questions before starting worksheet #1:
In order to get .75 cents, what are the different coins that I can use? (3 quarters. 1 nickel, 7
dimes. 1 nickel, 2 quarters, 2 dimes. 5 pennies, 2 quarters, 2 dimes. And the list
continues)
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If my mom gave me .50 cents more for a lollipop, what is the total that I am going to have
now?
The teacher will then start with the first worksheet.
Once the students start worksheet #1, they are going to be using fake coins to solve the rest of
the problems. The teacher will give an example prior to starting the assignment, then do 1 of the
problems from the worksheet with the students. Since they are doing it as a class, the teacher
will volunteer students to participate in answering the questions from the worksheet. For those
who did not get the chance to answer a question, the teacher will ask them questions that she
has aside from worksheet #1. (If I have 2 quarters, 3 dimes, 5 nickels, and 1 penny, what is the
overall total of coins that I have? If Jiselle has 4 quarters, 4 dimes, and 6 nickels, what is the
overall total of coins that Jiselle has? etc.). This worksheet will be used as a class example to
ensure that the students understand the concept of adding different coins to get the total
amount.
1
Once students have completed the class activity, the teacher will pass out
an individual assignment for the students to work on. (Students will be
given manipulatives of fake money in order to get hands-on with their
learning and experience to fully comprehend what the teacher is
teaching). They will need scissors, glue, worksheet #2, and fake money.
The students will be given the chance to work as partners in this activity.
The teacher gives students access to the fake money because it is best that
they have manipulatives in order for them to stay engaged, as well as, to
better understand what they are working with rather than just
2
seeing it
1
https://www.education.com/worksheet/article/piles-of-change-summer/
on a piece of paper. The idea of this activity is to have the students match the piggy bank to the
correct total amount of bills and coins that are illustrated on the assignment.
5.
Implemetar
(Culminating activity): (Approx. 10-15 minutes)
The teacher created a little supermarket. She is going to put prices on different
plastic groceries or toys, and the students are going to be given fake money to
use. Once they have received the money, the students are going to see what
they can buy with the money that they have. During this activity, the students
need to stay under budget. This will test the students by adding different
objects together to get the total amount, then seeing if they have enough to buy
it with the money that they have, as well as managing their money.
The teacher will bring plastic objects (toys, fake groceries) as well as fake money. With
those props, the students will be able to interact with each other in their centers and “buy”
objects they may want from the “store” in order for the students to act out how to
incorporate real-world experiences.
While the students are doing their roleplaying at the little store, the teacher will observe
and make notations if the students are effectively learning how to add different amounts
of coins and bills while incorporating them into a real-life scenario. The teacher will
walk around the class while the students are answering, to listen to the student’s
responses in order to ensure that their assessment is correct. The teacher will also be
monitoring the students by walking around making sure that they are not distracted and
completing the task.
Assessments:
The teacher will orally assess the student after the roleplay activity. She will ask:
o
Was it challenging to stay under budget?
o
What are some strategies you used to quickly count your money?
o
Why is it so important that we learn how to count money?
The teacher will pass out a worksheet for the students to work on as an
assessment in order to see how well the students were able to comprehend the
2
https://www.teacherspayteachers.com/Product/2nd-3rd-Grade-Counting-Money-
Worksheets-Pdf-Digital-Bills-and-Coins-Activities-942173?
st=c110191bae9aecab39cb76e56b72581c
:
content information after doing the class activity worksheet and role-playing
with their groups of real-world scenarios. Once the students have received this
worksheet, they may begin to solve and answer what the total amount of money
is depending on each question.
3
3
https://newpathworksheets.com/math/grade-3/counting-money
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